Incorporating digital technologies into science classes: two case studies from the field

Hilton, Annette and Hilton, Geoff (2013) Incorporating digital technologies into science classes: two case studies from the field. International Journal of Pedagogies and Learning, 8 3: 153-168.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
UQ326094OA.pdf Full text (open access) application/pdf 381.52KB 0
Author Hilton, Annette
Hilton, Geoff
Title Incorporating digital technologies into science classes: two case studies from the field
Journal name International Journal of Pedagogies and Learning   Check publisher's open access policy
ISSN 1833-4105
Publication date 2013-12
Year available 2013
Sub-type Article (original research)
Open Access Status File (Author Post-print)
Volume 8
Issue 3
Start page 153
End page 168
Total pages 16
Place of publication Toowoomba, QLD, Australia
Publisher Faculty of Education, University of Southern Queensland
Collection year 2014
Language eng
Formatted abstract
As the rate of digital technology development accelerates, so too do the challenges for teachers to maintain their digital technology skills and to effectively apply these skills to benefit student learning (Phelps, Graham, & Watts, 2011). The impact of digital technologies on teaching and learning practices must be recognized and further understanding of their complex nature is required (Hennessy, Deaney, & Ruthven, 2005; Metiri Group, 2006). This paper reports on case studies from two larger studies with an aim to add to this understanding.

The first case study is of students' use of digital video production to record and represent their science learning. It reports on the adaptation of the writing-to-learn in science model (Prain & Hand, 1996) to video-to-learn in science. This adaptation of a mature learning model to a new setting, was noted by Wang and Hannifin (2005) and reflects the common classroom situation in which teachers must modify and adapt their practices to accommodate new technology (Hennessy et al., 2005; Hobbs, 2006).

The second case study focuses on students' learning about and with the specialised scientific representations commonly used in chemistry. It reports on the classroom strategies and resources used to help chemistry students learn about the meaning and application of multiple static and dynamic diagrammatic digital representations and describes some of the challenges and resulting outcomes for the teacher and students.
Keyword Digital technologies
Science education
Enhancing learning
Science education
Multiple representations
Chemistry education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Wed, 19 Mar 2014, 17:27:16 EST by Mr Geoffrey Hilton on behalf of School of Education